Section List

Para Training 2026  

August 10, 2026

• ESU 10 - T&L
• Klanecky, Kelly

This workshop explores the importance of shifting our beliefs and perspectives to better support students. Participants will reflect on how changing student needs, including the impact of social media and evolving social dynamics, require educators to think differently about support systems and instruction. Bobby Truhe from KSB Law will lead participants in examining these shifts and their implications for schools and classrooms. 

Participants will also engage in breakout sessions focused on specific areas of practice, including ELA, Math, Rigor, Behavior Supports, and strategies for supporting students with high support needs. These sessions are designed to provide practical ideas, collaborative discussion, and actionable strategies educators can apply in their daily work with students.

ESU 10 Leadership Network Session 1-2 2026-2027 (Day 1 of 2)  

August 25, 2026

• ESU 10 - T&L
• Clapp, Kelly

The Leadership Network is a professional learning opportunity sponsored by ESU 10.  Participants will be divided into teams of 3 or 4 focused on providing feedback in the areas of instruction, school culture, and effective learning environments within the leader’s local setting.  This partnership agreement details the expectations for each partner.

Network Purpose

• To engage teams of principals who support each other in identifying and executing evidence-based practices likely to impact problems of practice contributing to persistent equity gaps at each of their respective schools.

• To engage network teams in data-rich (quantitative & qualitative) conversations that lead to improved equitable student outcomes.

• To give and receive growth-producing feedback with triad peers that is specific, timely, positive, and delivered in a non-directive voice.

Day 1- 2 

-Orientation to the Process

-Quantitative School Data Analysis

-Qualitative Data Collection

-Instructional Improvement in Action

-Develop Problem Statement and Problem of Practice

ACT Instructional Mastery Reading (Day 1 of 2)  

September 1, 2026

• ESU 10 - T&L
• Walters, Amy

In this two-day session, participants will grow their mastery of instructional skills for preparing their students for the ACT in the specific subject area they teach. In addition to a certificate of attendance, participants can earn a credential of course content mastery by passing the course-specific Knowledge Check assessment.

The ACT Instructional Mastery Reading course provides candidates with the information necessary to understand Reading test structure and content, identify and recommend Reading test strategies, and provide effective Reading test preparation instruction. This course is highly interactive and experiential. Participants will explore and examine different strategies applicable to students of different abilities and reading speeds. Exercises completed in this course allow candidates to know what it feels like to be a pressed-for-time student who needs to get a good score.

Includes:

• Helping readers learn smart strategies to get more questions right more quickly and manage limited time effectively

• Discovering which approaches work best for which types of student

• Understanding Reading test Reporting Categories

• Analyzing Reading test items to determine what is being measured

• Practical, logical, and easy-to-understand approaches to each type of question

• Examining ways to embed Reading test prep into high school curriculum

Why Take It?

• Acquire practical skills to pass on to your students

• Gain insights into the skills the test assesses and how you can help your students develop those skills

• Discover powerful tactics for answering each ACT Reading item type you can share with students.

Transforming Discipline: Implementing the Alternate Discipline Framework  

September 3, 2026

• ESU 10 - T&L
• O'Brien, Denise

This practical, hands-on workshop equips school and district leaders, teachers, counselors, behavior specialists, MTSS/PBIS teams with the research, mindset shifts, and ready-to-use toolkit needed to move away from ineffective, exclusionary suspensions toward equitable, meaningful, and sustainable alternative discipline practices.

What Participants Will Experience Throughout the Day
Building the Case & Shifting Mindsets

• Examine the compelling research showing why traditional suspensions fail to improve behavior, widen equity gaps, and harm long-term student outcomes.
• Complete the Discipline Belief Self-Inventory (featured in the book) to surface personal and school-wide beliefs that often drive suspension decisions.
• Explore the core Alternative Discipline Framework—centered on practical decision-making questions such as “Is this incident one that will result in the student returning to campus?”—to guide consistent, equitable responses.
• Address common pushback from staff, parents, and stakeholders with proven strategies for bringing policy to practice.

The Alternative Discipline Menu in Action

• Dive deep into the Alternative Discipline Menu, which provides specific, grade-level-appropriate responses and interventions for the 13 most common suspendable offenses

From Theory to Implementation

• Analyze authentic case studies from schools that successfully reduced suspensions using the Alternative Discipline Framework, including lessons learned and measurable outcomes.
• Practice using the updated toolkit resources: tools, templates, processes, and the Alternative Discipline Contract—all designed for immediate classroom, office, and school-wide use.
• Work in collaborative teams to apply the framework to scenarios from participants’ own schools or districts.
• Develop a personalized implementation action plan, including strategies for sustainability, data monitoring, and stakeholder communication.

Virtual 2-hour sessions for additional strategies and coaching:
October 27, 2026
January 12, 2027
February 22, 2027

*All virtual sessions will be held
from 9:00 AM-11:00AM

Early Childhood Teacher Institute  

September 11, 2026

• ESU 10 - ADMIN
• Puncochar, Libbie

These workshops give early childhood staff the opportunity to choose topics that meet their needs while meeting the Rule 11 professional development requirements

September 11, 2026 - Creating Meaningful Large and Small Group Experiences

Additional dates in this series (register for each workshop separately):
December 11, 2026 - Literacy-Rich Preschool Environments and Interactive Read-Alouds
February 5, 2027 - Engaging Preschoolers in Number Sense and Measurement

Tier 1 Instructional Strategies to Support Classroom Management 9/22/26  

September 22, 2026

• ESU 10 - T&L
• Ritta-Olson, Theresa

Teacher Credibility
Effective classroom management begins with effective instruction. While routines, expectations, and relationships are essential, the instructional decisions teachers make each day shape how students perceive them. Research identifies teacher credibility—students' perceptions that their teacher is competent, trustworthy, supportive, and genuinely invested in their success—as one of the strongest influences on student engagement and learning.

In this session, participants will explore how intentional Tier 1 instructional strategies strengthen teacher credibility that proactively support a positive classroom environment by increasing student participation, reducing off-task behavior, and promoting meaningful learning for all students. Although this session is part of a larger series, it is designed as a stand-alone professional learning opportunity and can be attended independently.

LETRS for Administrators-Day 4 VIRTUAL TRAINING (Day 1 of 2)  

September 29, 2026

• ESU 10 - T&L
• O'Brien, Denise

This training enables leaders to effectively support educators as they engage in the LETRS course of study and work to implement the learnings in their classrooms. LETRS for Administrators is a professional learning opportunity designed to guide state, district, and building administrators and instructional leaders in creating adaptable and suitable literacy initiatives using systems thinking and implementation science. The program defines the systems and infrastructures required to successfully implement a sustainable literacy program aligned to scientifically based research.

Regional Continuous Improvement Workshop: The Journey Continues!  

October 1, 2026

• ESU 10 - T&L
• Clapp, Kelly

Join us for a day of professional learning focused on the Continuous Improvement Process.  Numerous breakout sessions will be offered to support all teachers and leaders, regardless of the year your school is in the cycle of improvement.  Breakout session topics will be aligned to Nebraska’s Rule 10 areas of concentration:

• Mission and Vision 009.01A1

• Collection and Analysis of Data 009.01A2

• Student Academic Achievement Goals 009.01A3

• Procedures, Strategies, and Actions 009.01A4

• Evaluation of Progress Toward Improvement Goals 009.01A5

Increasing Safety, Dignity, & Joy Across the Day: Universal Protocols in School Contexts  

October 5, 2026 @ 9:00 AM

• ESU 10 - SPED
• Neill, Denise

Universal Protocols: Building Safe, Compassionate, and Effective School Environments

The Universal Protocols (UniPro) are a set of evidence-based, trauma-assumed strategies designed to stabilize severe behavior while long-term, skill-based interventions are developed and implemented. The primary goal of the Universal Protocols is to increase safety for students, peers, and school personnel by reducing the likelihood of escalation to dangerous behavior, while simultaneously strengthening relationships between students, staff, and the school environment.

The seven components of the Universal Protocols are designed to increase student joy and engagement, prevent escalation by addressing common triggers and reinforcing early signs of distress, build safe and trusting relationships, and improve staff confidence and job satisfaction. When implemented with fidelity, the Universal Protocols can significantly reduce student and staff injuries and minimize the need for restrictive or physical management procedures.

This highly interactive training will provide participants with opportunities to actively apply concepts through guided activities, collaborative discussions, and real-world examples. Participants will complete sections of the Universal Protocols (UniPro) Workbook throughout the training, creating resources that can be applied immediately in their schools and classrooms. Attendees will also hear case studies and implementation stories from Nebraska schools that have successfully utilized the Universal Protocols to support students with complex behavioral needs.

Learning Objectives:  Participants will be able to:
* Describe the seven elements of the Universal Protocols.
* Identify examples of each Universal Protocol component in practice.
* Distinguish between general and individualized versions of the Universal Protocols.
*Complete key sections of a Universal Protocols Workbook to support implementation planning.
* Analyze Nebraska-based case studies demonstrating successful implementation of the Universal Protocols.
* Describe a process for developing, implementing, and scaling Universal Protocols across an organization.
* Explain how the Universal Protocols fit within a comprehensive service delivery system.
* Identify measures that can be used to evaluate the impact of the Universal Protocols at the student, staff, classroom, and systems levels.

Presenters: Dr. Claire Egan, PH.D., DCBA & Annette Wragge, M.ED., BCBA, LBA

 This is a Hybrid Event.

Registration Deadline: September 29, 2026.  Cancellations not received 2 business days in advance will be billed the workshop fee.

Register online at https://odie.esu10.org to access an Odie workshop, register or to request an Odie account. If you have difficulty requesting an account, please contact Denise Neill, dneill@esu10.org, at 308-237-5927.

PK-3 Art Teachers Literacy Workshop  

October 7, 2026

• ESU 10 - T&L
• Stukey, Heather

This required training is designed specifically for K-3 Art Teachers in Nebraska.

Nebraska State Statute 79-2607 is a core component of the Nebraska Reading Improvement Act. It mandates that the Nebraska Department of Education develop a professional learning system of evidence-based reading instruction for pre-K through 3rd grade teachers. As part of this mandate, all pre-K through 3rd grade specialists (e.g. art, music, physical education, library, technology) are required to participate in professional learning to support literacy awareness and support students’ literacy development across all district settings.

Components of this training include:

• Basic overview of the Science of Reading

• Reinforce vocabulary and language within the Art classroom

• Support students when they encounter literacy difficulties in Art

• Build background knowledge in the Art classroom

• Contribute to a school-wide culture of literacy

Teachers must stay for the duration of the training in order to be “adequately trained” by the state of Nebraska.

Lunch will NOT be provided